With these words the sculptors Naum Gabo and Antoine Pevsner pronounced the official birth of constructivist art, the most revolutionary, challenging, and enigmatic of twentieth-century artistic movements. Since the time of their "Realistic Manifesto," constructivism has spread throughout the world, opposing personal, expressionistic art with abstraction and formal construction. In this book, Stephen Bann has collected the most important constructivist documents, including the writings of EI Lissitzky, Theo Van Doesburg, Hans Richter, Victor Vasarely, and Charles Biederman—many of which have never before been available in English—and supplemented them with a critical introduction, a chronology of constructivism, and an invaluable bibliography of close to four hundred items. This volume is illustrated with thirty-eight constructivist prints, paintings, drawings, and sculptures, some of them are rare and previously unpublished.
This book reviews recent writing on the history of science and shows how it has been dramatically reshaped by a new understanding of science itself. In the last few years, scientific knowledge has come to be seen as a product of human culture. This new approach has challenged the tradition of the history of science as a story of steady and autonomous progress.
This compelling new account of Russian constructivism repositions the agitator Aleksei Gan as the movement’s chief protagonist and theorist. Primarily a political organizer during the revolution and early Soviet period, Gan brought to the constructivist project an intimate acquaintance with the nuts and bolts of “making revolution.” Writing slogans, organizing amateur performances, and producing mass-media objects define an alternative conception of “the work of art”—no longer an autonomous object but a labor process through which solidarities are built. In an expansive analysis touching on aesthetic and architectural theory, the history of science and design, sociology, and feminist and political theory, Kristin Romberg invites us to consider a version of modernism organized around the radical flattening of hierarchies, a broad distribution of authorship, and the negotiation of constraints and dependencies. Moving beyond Cold War abstractions, Gan’s Constructivism offers a fine-grained understanding of what it means for an aesthetics to be political.
Over the last twenty-five years Ernst von Glasersfeld has had a tremendous impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing. Radical Constructivism in Action is a new volume of papers honouring his work by building on his model of knowing. The contributions by leading researchers present constructivism in action, tying the authors' actions regarding practical problems of mathematics and science education, philosophy, and sociology to their philosophical constraints, giving meaning to constructivism operationally. The book begins with a retrospective analogy between radical constructivism's emergence and changes in what is thought of as "certain" scientific knowledge. It aims to increase understanding of constructivism and Glasersfeld's achievement, and is vibrant evidence of the continued vitality of research in the constructivism tradition.
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
The book tells the story of individual artists in Central Europe who believed in art's power to change the world; they imagined a collective of human beings living happily in a free society liberated of injustice and inequality.
Are there such things as moral truths? How do we know what we should do? And does it matter? Constructivism states that moral truths are neither invented nor discovered, but rather are constructed by rational agents in order to solve practical problems. While constructivism has become the focus of many philosophical debates in normative ethics, meta-ethics and action theory, its importance is still to be fully appreciated. These new essays written by leading scholars define and assess this new approach in ethics, addressing such questions as the nature of constructivism, how constructivism improves our understanding of moral obligations, how it accounts for the development of normative practices, whether moral truths change over time, and many other topics. The volume will be valuable for advanced students and scholars of ethics and all who are interested in questions about the foundation of morality.
